xxiii, 567 pages ; 24 cm

The purpose of the book is to present a comprehensive survey and analysis of the concept of self direction in learning, to trace its ideological roots, to examine its history, to explore its manifestations in various fields of education, and to provide some specific insights into strategies that may be used to induce or develop self direction in learners. Basically, then, the book is about the development and exercise of self directedness in learning, especially in adulthood. It celebrates individuality but at the same time recognises the essentially social nature of learning and of human existence. It attempts to reconcile and integrate ideas and practices - some very familiar and some quite novel - derived from many parts of the world, many domains and contexts of learning, and many historical periods. It is a tapestry woven from threads provided largely by others

Includes bibliographical references (pages 467-547) and indexes

Part 1: The scope and meaning of self-directed learning -- What is self-directed learning? -- The growth of interest in self-directed learning -- Promise and limitations for education and training -- Part 2: Four dimensions of self-direction -- Personal autonomy -- Self-management in learning -- The independent pursuit of learning -- Learner-control of instruction -- Part 3: New theoretical insights on self-directed learning -- Understanding the individual nature of learning -- How learners approach learning situations -- Factors that influence the capacity for self-direction -- Part 4: Promoting self-direction in learning -- Developing skills for self-directed learning -- Facilitating independent mastery of subject matter -- Helping learners gain a sense of personal control -- Part 5: Realizing the potential of self-direction in adult learning -- Enhancing self-directed learning in adult education -- Directions and agendas for research -- Resource: a profile of the autonomous learner

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